Modern Interdisciplinary University Statistics Education Proceedings of a Symposium (1994) / Chapter Skim
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A University Statistics Program Based on Quality Principles
A University Statistics Program Based on Quality Principles
Pages 72-85
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From page 72... ...
The program's plan is to teach students an efficient learning process aligned with the purpose of a liberal arts education. Implementing the proposed program nationally will require changes in curriculum, research, and the pedagogy, and as a result will require faculty to adapt.
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What we need to provide, as the Peace Core message suggests, are lessons in fishing and not simply fish dinners. Once we identify learning styles and student backgrounds, alternative options can be provided.
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The random variable is the number of red beads selected from a bead basket containing several thousand red and white beads. The paddle has 50 holes and is filled after much fanfare from the basket.
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Each course should have a clear, stated purpose consistent with the overall ann, and context setting is especially important. Students benefit from a discussion that indicates how the course work fits with the overall aim.
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Our inclination is to seek mathematically simple models. Sometimes these models are not simple when seen through the eyes of a scientist.
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Each question allows us to say something useful about standard measures such as the range and mean absolute deviation. Use of the standard deviation with angular measures might provide a poor reflection of spread.
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The division also creates a potentially dangerous view of what we do, especially in the eyes of an administration that considers application an inferior investment. The current curriculum in most statistics departments is, however, entirely too focused on hypothesis testing.
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What corresponds to such cases in statistics is not clear. There are abundant urn models, but many of the more exciting ones may not respond to simple techniques (that is, techniques that do not require some mathematical maturity)
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Indeed, we act as though randomization, blinding, and other experimental techniques eliminate bias, and we know that they do not do so. In the introductory classes it is Important to identify the various forms of systematic bias and when possible to provide a quantitative analysis of the impact of these biases.
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From page 81... ...
However, we know that there is a conflict between learning and preparation to obtain a high grade. Test preparation activities encourage short-term memory, cause students to compete rather than cooperate, cause them to focus on doing the minimum required to achieve a target, and create general unhappiness with learning.
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From page 82... ...
Each journal entry identifies a principle, asks a question based on the principle, and then provides an explanation as to why the question could lead to a different perspective. For example, a recent headline in a local paper indicated that whereas 40% of black applicants had applications for property insurance rejected, only 10% of non-black applicants had their applications rejected.
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From page 83... ...
One approach is through the process of discovery. Although discovery is seen as a slower process for learning prescribed material in the short run, it can facilitate learning when lectures end.
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Although enrollments in statistics classes at the University of Michigan continue to grow, the growth is not broad based, and few of We students choose graduate school In statistics. Standard classes have remained stable or have declined, while courses that focus on We role of statistics in learning grow at an incredible rate.
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From page 85... ...
Tufte, E
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